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  Intellectual guru seeks 'system redesign' of secondary education

David Hargreaves has recently finished his work on the curriculum and,
if he has his way, secondary schooling could be transformed

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David Hargreaves has just finished his work on the secondary school
national curriculum

David Hargreaves has just finished his work on the secondary school
national curriculum. Photograph: Graham Turner

Whatever happened to personalised learning? In 2004, it was supposed to
be the next big thing in education. Tony Blair and David Miliband, then
the education secretary, promised that it would "transform" education.
In this new world, Miliband said, schools
<http://www.guardian.co.uk/education/schools> would focus on "individual
learning styles, motivations and needs". The belief that "one size fits
all" was on its way out.

Five years on, many parents, teachers and pupils may be forgiven for
thinking the earth hasn't yet moved for them. When the Commons select
committee on children inquired about the fate of personalised learning,
it turned to Professor David Hargreaves, the intellectual guru behind
much of New Labour's educational thinking, once a member of the
standards task force, adviser to Estelle Morris when she was education
secretary and, briefly, chief executive of the Qualifications and
Curriculum Authority.

Hargreaves, the committee understood, had spent the last four years
trying to make a reality of the government's aspirations and had put out
a stream of pamphlets on the subject. But he seemed to say he didn't
believe in personalised learning any more. The exasperated committee
chairman, Barry Sheerman, confessed himself "totally confused" and
complained that, as Hargreaves and other witnesses spoke, "a fog seems
to come up".

Which is perhaps just as well. If the mist cleared and politicians and
newspaper editors fully understood what Hargreaves was up to, all hell
would break loose.

Take any aspect of secondary schooling as we understand it – lessons,
classrooms, subjects, tests, year groups, the role of heads, the
authority of teachers – and he challenges it. Hargreaves – who, at 70,
recently finished his work on the curriculum for the Specialist Schools
and Academies Trust (SSAT) – has been involved in something far more
wide-ranging, and more dangerous, than the government could have envisaged.

He calls it "system redesign" and says "it's more exciting than anything
I've done in my career before". In his vision of 21st-century schooling,
pupils help make the curriculum, tell the school how to use information
technology, set standards and learning objectives, assess their own and
one another's work, spend half or whole days on collaborative projects,
sometimes work at home. Teachers are mentors or coaches who comment on
students' work rather than grading it. Subjects become "essential
learnings", such as communication, thinking or social responsibility; or
"competencies", such as managing information or relating to people.
Schools become part of networks, working with other schools or colleges,
sometimes outsourcing even the work of whole departments.

"Personalised learning" comes into it, but Hargreaves, with a touch of
academic pedantry, prefers "personalising" because "personalised"
suggests a finished product. And, besides, the government polluted the
term by "using it as a clothesline on which to hang existing policies".

He insists he doesn't have a blueprint. The impetus comes from below,
from heads and teachers rethinking how we go about secondary education.
He just pulled things together and helped them along, and the 23
pamphlets he has produced over the last four years quote numerous
examples of mind-boggling innovations from the grassroots. "We are not
talking about a new model of schooling, handed down from above," he
says. "The notion that there should be or can be a standard model is dead."

He compares it to the move in industry in the 1980s, from mass
production to mass customisation. "People like Michael Dell came along
and, instead of customers going into a shop and choosing between three
models of computer, he said: tell me what kind of computer you want, and
I'll make it for you.

"Now customers actively contribute to innovation. Producers seek
people's ideas for improving something. It becomes a partnership between
producer and consumer. That's the way schools will go."

Hargreaves regards "student leadership" as central to his ideas. So are
the collaborative projects, which, he says, must be "co-constructed"
with students and involve "authentic" problems. "That's how you get
people to learn, not by presenting them with a set of things they have
to learn by heart. When I was an undergraduate at Cambridge, the
statistics course was so boring. But when I needed to interpret the
results of my own research project, statistics became relevant and useful."

You can't pigeonhole Hargreaves. He's on the left, but he's all for
consumer choice in education and echoes Alastair Campbell's notorious
opinion that we should be done with bog-standard comprehensives. He
often sounds like Chris Woodhead's worst nightmare, but insists they get
on well. He's spent most of his career in university education
departments, but made himself unpopular with colleagues by saying
publicly that most educational research was rubbish, cluttering up
"journals that virtually nobody reads" (though many now acknowledge he
helped to shift research more towards classroom practice).

He's always advocated a better deal for the non-academic child, but his
own school-teaching experience was confined to three years in a Hull
grammar school. He says he aims to reach out to ordinary teachers, and
writes in a straightforward, down-to-earth style. Yet he talks about
"four deeps" and "nine gateways", and gives his pamphlets titles such as
Deep Experience and Deep Leadership, which make the whole thing sound a
bit like a religious cult.

He made his reputation in 1967 with a book based on research (financed
at Manchester University by the then ministry of education) into
day-to-day behaviour in a secondary modern in Salford docks. It was
pioneering because, until then, sociologists mostly tested children's
IQs and measured their social disadvantages. Hargreaves was one of the
first to approach a school as an anthropologist might.

What teachers called "the awkward squad", he concluded, created a
sub-culture, almost a mirror image of the school's dominant culture of
academic success, with its own rules, language and badges of
achievement. Deprived of status in the teachers' eyes, the lower streams
sought status among their peers. This is now a familiar insight, but it
then had the force of revelation. The book was hailed by one reviewer as
"among the most important products of British sociology in this decade",
and it did much to influence the educational climate of the time against
streaming children by academic ability.

After 14 years at Manchester, he moved to Oxford, where his lectures to
postgraduates on teacher training were said to be so brilliant they
frequently concluded with a standing ovation. His The Challenge for the
Comprehensive School (1982) was probably read by more teachers than any
book since. It argued, damningly and convincingly, that "our present
secondary-school system … exerts on many pupils … a destruction of their
dignity which is so massive and so pervasive that few subsequently
recover from it".

The book recalled his own experiences at Bolton school, a direct-grant
grammar to which he won a scholarship in the 1950s. He was academically
successful and contented, but hopeless at gym, games, painting,
swimming, running and, above all, woodwork. The woodwork master would
instruct everyone to "stop work and look at Hargreaves", making him the
exemplar of how not to do it.

This led him to imagine a "nightmare curriculum" (to Hargreaves, that
is) dominated by compulsory woodwork, gym, etc, while maths, English and
history came in thin slices and then largely disappeared when he reached
14. Experiencing persistent failure, wouldn't he have turned to truancy,
subverting the school and getting out of education at the earliest
opportunity?

Schools, he wrote in The Challenge, should broaden the curriculum and
allow pupils "to experience success" in areas other than "the dominant
cognitive-intellectual mode". Traditional subjects should be subsumed
into an integrated core, occupying half the day, and exams at 16
abolished. The core should give the expressive arts a big role because,
even if they just shifted the scenery, everyone could get a sense of
achievement from the school play.

The other half-day should be devoted to remedying skill deficiencies,
especially in literacy and numeracy, and to specialist options of brief
duration (not, for example, English, but "science-fiction" or "Romantic
poetry") so that, if pupils didn't like them, they weren't turned off
whole subject areas for good.

Soon afterwards, Hargreaves was invited by the Inner London Education
Authority (Ilea) to chair an inquiry into underachievement, which, he
decided, should be conducted by visiting half the authority's 120
secondary schools
<http://www.guardian.co.uk/education/secondary-schools>. As that was
being written up into what became known as the Hargreaves report, he was
asked to be Ilea's chief inspector, an almost unprecedented move for a
career academic.

"I could have become a crusty old Oxford don, but now I was being asked
to put my life where my mouth was," he says. "I thought two things.
First, I wouldn't take anything personally: academics can be
super-sensitive. Second, I could only fail. I had sufficient confidence
in my academic abilities to think I could get a job somewhere if I had
to leave."

In the 1980s, he was probably the most talked about educationist in the
land. Some fragments of his philosophy seeped into mainstream schooling:
for example, the use of modular course units that allow more frequent
assessment. But he and most of his ideas were washed out in the
political currents of the next decade. Ilea was abolished by Margaret
Thatcher's government in 1988, sending Hargreaves back to academia and a
chair at Cambridge. Tests, targets and the national curriculum –
Hargreaves supported the idea, but not the form – killed what curriculum
innovation there had been.

New Labour brought him out of hibernation and, when he was made the QCA
chief executive, it seemed the fox had not so much been let loose among
the chickens as authorised to redesign the coop. But it took him little
more than a year to discover that the radical changes he wanted "were
not going to come as long as No 10 dominated the agenda". He resigned
with three years left on his contract.

"Running things like the QCA is not really his thing," said a colleague.
"He's a man of ideas and inspiration." Hargreaves admits he found it
hard to hold his tongue in public and that he had no appetite for
confrontations with politicians. "He's as far away from being a
political bruiser as anybody I know," said a former minister.

So will his work at the SSAT lead to the transformation of secondary
education? He was impressed by the enthusiasm of heads – "all our
conferences were sold out and I've never before met so many confident,
risk-taking people" – but doubtful whether the government has the
stomach for it.

"They say they're in favour of innovation, but it has to be innovation
they approve of. It's as daft as the Department for Industry telling
business where it can and cannot innovate.

"You might say a Conservative government would be more supportive than a
top-down Labour government, since their rhetoric is all about local
power for headteachers. But I don't know. Labour talked the talk, but it
didn't change the policies."

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  David Hargreaves: Intellectual guru seeks 'system redesign' of
  secondary education

This article appeared on p1 of the EducationGuardian
<http://www.guardian.co.uk/theguardian/2009/sep/22/educationguardian>
section of the Guardian <http://www.guardian.co.uk/theguardian> on
Tuesday 22 September 2009
<http://www.guardian.co.uk/theguardian/2009/sep/22>. It was published on
guardian.co.uk <http://www.guardian.co.uk/theguardian> at 00.05 BST on
Tuesday 22 September 2009.


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A girl looks at her A-level exam results
<http://www.guardian.co.uk/education/gallery/2009/aug/20/a-level-results-clearing-university-alevels>


Students collect their A-level results
<http://www.guardian.co.uk/education/gallery/2009/aug/20/a-level-results-clearing-university-alevels>


20 Aug 2009:

Students up and down the country paid one last visit to their former
secondary schools to collect their A-level results

More galleries </inpictures>


          11 Apr 2008

Elite exam to rival A-levels approved
<http://www.guardian.co.uk/education/2008/apr/11/schools.alevels>


          17 Mar 2005

Blackpool
<http://www.guardian.co.uk/education/2005/mar/17/secondaryschools141>


          8 Nov 2004

Headteachers forecast end of predicted grade system
<http://www.guardian.co.uk/uk/2004/nov/08/schools.alevels2004>


          31 Oct 2002

Exams watchdog sets out A-level agenda
<http://www.guardian.co.uk/education/2002/oct/31/schools.alevels2002>

Teachers TV 03.09.08
<http://www.guardian.co.uk/education/video/2008/sep/03/teacherstvpodcast.secondaryschools>


Need to Know: KS3 new curriculum
<http://www.guardian.co.uk/education/video/2008/sep/03/teacherstvpodcast.secondaryschools>


3 Sep 2008: Education journalist Mike Baker looks at what the impact
will be of the new key stage 3 curriculum, and explains the ideas behind it

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